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Abstract

The purpose of the current study was to explore the predictive nature of emergent literacy skills assessed utilizing the Individual Growth and Development Indicators (IGDIs; Early Childhood Research Institute on Measuring Growth and Development, 2000) prior to kindergarten entry on subsequent early literacy skills obtained through administration of Dynamic Indicators of Basic Early Literacy Skills (DIBELS,6th Edition; Good & Kaminski, 2002) during kindergarten. The study was conducted with a group of 94 students who attended Head Start, some of whom were considered Dual Language Learners, having a Primary Language Status (PLS) other than English. Potential predictive bias of the IGDIs on the DIBELS based on parent-reported primary language status (i.e., Primary Language English or Primary Language as Other) as well as performance on specific literacy variables based on language status were also assessed. Overall results indicated that IGDIs were less predictive of kindergarten DIBELS measures than previously demonstrated in extant literature. In addition, differences on literacy variables based on PLS were only found on one preschool measure and were not found on any kindergarten measure. Finally, no evidence for predictive bias was found based on PLS. This investigation reinforces the need for further attention and development in the area of literacy assessment for specific groups of young children.

Recommended Citation

Leichman, Erin Sarah, "Predictive Validity of the Individual Growth and Development Indicators: Examination of Students who Attend Head Start" (2014). Theses and Dissertations. 1536.
https://preserve.lehigh.edu/etd/1536